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Your account will have additional material that tracks students progress to provide individual focused material and reports.
Also it includes fun incentives to encourage students to learn more all customised to each student needs.
KS2.Ma2.4.d – Recognise, represent and interpret simple number relationships, constructing and using formulae in words then symbols [for example, c = 15 n is the cost, in pence, of n articles at 15p each]
Samples: Continue number patterns. Substituting Numerals 1. Balancing equations Addition of larger numbers.
Numbers and the number system
KS2.Ma2.2 – Pupils should be taught to:
Number patterns and sequences
KS2.Ma2.2.b – Recognise and describe number patterns, including two- and three-digit multiples of 2, 5 or 10, recognising their patterns and using these to make predictions; make general statements, using words to describe a functional relationship, and test these; recognise prime numbers to 20 and square numbers up to 10 x 10; find factor pairs and all the prime factors of any two-digit integer
Samples: Investigating number patterns. Patterns and multiplication. Multiplication, Patterns and Algebra.
KS2.Ma2.3 – Pupils should be taught to:
Number operations and the relationships between them
KS2.Ma2.3.c – Understand the use of brackets to determine the order of operations; understand why the commutative, associative and distributive laws apply to addition and multiplication and how they can be used to do mental and written calculations more efficiently
4.OA.1 – Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
Samples: 2x-10x Multiplication facts (times tables) - Missing Number. Short multiplication with a missing number.
4.OA.5 – Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
Your account will have additional material that tracks students progress to provide individual focused material and reports. Also it includes fun incentives to encourage students to learn more all customised to each students needs.
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